Educating the public health work force for the 21st century

Ibrahim, Michel A.; House, Richard; Levine, Ronald H.

doi:10.1097/00003727-199510000-00006

Cited by 23 publications

(17 citation statements)

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“…Instead of a public health professional travelling to a learning site, the educational content will be taken to the learner (Ibrahim et al, 1995). • An innovative approach that has been recently developed is online PBL, which has the potential to facilitate active learning and the integration of skills amongst public health professionals across countries.…”

Section: Recommendations For Public Health Policymentioning

confidence: 99%

“…It is argued that a masterÕs level training in public health is one essential component, but on-the-job experience, training and continuous education are also important to respond to this challenge (Ibrahim et al, 1995). Learning by doing through work experience is increasingly recognised as an important channel for acquiring the new skills that employers themselves demand (Rosen, 1976;Eraut, 2001;Stasz, 2001) and this means that learning does not stop after leaving initial education.…”

Section: Introductionmentioning

confidence: 99%

“…However, previous studies on key competencies yielded only descriptive findings. One group of studies identified lists of universal public health competencies using qualitative approaches, such as Delphi group rounds and focus groups (Sorensen and Bialek, 1991;Ibrahim et al, 1995;Clark and Weist, 2000;Potter et al, 2000;Wright et al, 2000;Allegrante et al, 2001;El Ansari et al, 2003a;Kreitner et al, 2003). Although qualitative approaches, like focus groups, are very useful in identifying perceived key competencies, these approaches preclude firm conclusions and have limited representativeness (Green and Kreuter, 1991).…”

Section: Introductionmentioning

confidence: 99%

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Generic Versus Specific Competencies of Entry-Level Public Health Graduates: Employers’ Perceptions in Poland, the UK, and the Netherlands

Biesma

Pavlova

Vaatstra

et al. 2006

Adv in Health Sci Educ

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Constant changes in society and the public health domain force public health professionals into new roles and the development of new competencies. Public health professionals will need to be trained to respond to this challenge. The aim of this comparative study among Poland, the UK and the Netherlands is to identify competence needs for Master of Public Health graduates entering the labour market from a European perspective. A self-administered questionnaire was sent to employers in the three countries, rating the importance of competency in public health on a masterÕs level. In all three countries, interpersonal competencies, like team working and communication skills, are rated as highly important. However, employers in the UK and Poland generally rate public health specific competencies as much more important than their Dutch colleagues. It is concluded that while public health specific knowledge is providing a useful starting point for entry-level public health professionals, employers increasingly recognise the value of generic competencies such as communication and team working skills. The results suggest a stronger emphasis on teaching methods that encourage active learning and the integration of skills, which is crucial for enhancing graduatesÕ employability, and foster an open attitude to multidisciplinary working, which is essential in modern health care.

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Section: Recommendations For Public Health Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Generic Versus Specific Competencies of Entry-Level Public Health Graduates: Employers’ Perceptions in Poland, the UK, and the Netherlands

Biesma

Pavlova

Vaatstra

et al. 2006

Adv in Health Sci Educ

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“…Recent literature has recommended the use of technologies such as the Internet and satellite broadcasts to provide continuing education to the public health workforce. [1][2][3][4][5][6][7] Although many studies have shown that continuing education can be effective, 8 few have examined the effect of continuing education on public health professionals. Very few studies have examined the effects of the Internet or satellite training on public health practice 9 or compared the effects of such training with those of traditional "face-to-face" or "classroom" training.…”

Section: Introductionmentioning

confidence: 99%

Effects of traditional classroom and distance continuing education: a theory-driven evaluation of a vaccine-preventable diseases course

Umble

Cervero²,

Yang³

et al. 2000

Am J Public Health

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OBJECTIVES: This study evaluated the effects of a major federal immunization continuing education course, delivered in both traditional classroom and satellite broadcast versions, on public health professionals' knowledge, agreement, self-efficacy, and adherence in practice to recommendations. METHODS: The study used a comparative time series design to determine whether the course influenced participants' knowledge, agreement, self-efficacy, and adherence in practice to general and polio-specific recommendations as measured immediately and 3 months after the course. It also compared the effects of the classroom and satellite broadcast versions and used path analysis to show how the outcomes were related to one another. RESULTS: Both versions significantly improved knowledge, agreement, self-efficacy, and adherence. Knowledge and agreement were significant predictors of self-efficacy, which directly predicted adherence. Vaccine availability and supportive clinic policies were also important adherence predictors. CONCLUSIONS: A well-designed training update can change provider knowledge, agreement, self-efficacy, and adherence. Traditional classroom and distance training can have comparable effects. The findings support incorporation of distance learning in national public health training, if the distance learning is used wisely in relation to training needs, goals, and practice contexts.

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“…6 Several other national reports have underscored the lack of visionary leadership with both technical and management expertise, including a lack of competency in the core public health sciences. [7][8][9][10] The Institute of Medicine report Education for the Public Health Professions advised schools of public health to increase the number of graduates who can assume system-level leadership positions and to recruit senior-level practitioners and midcareer professionals who can be prepared for positions demanding unique expertise. 11 Recently, federal support for creation of networks of public health education and training centers has increased, owing to recognition of the formidable challenge of providing an effective system to retrain the existing public health workforce.…”

mentioning

confidence: 99%

Competency development in public health leadership

et al. 2000

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The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

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Educating the public health work force for the 21st century

Cited by 23 publications

References 0 publications

Generic Versus Specific Competencies of Entry-Level Public Health Graduates: Employers’ Perceptions in Poland, the UK, and the Netherlands

Generic Versus Specific Competencies of Entry-Level Public Health Graduates: Employers’ Perceptions in Poland, the UK, and the Netherlands

Effects of traditional classroom and distance continuing education: a theory-driven evaluation of a vaccine-preventable diseases course

Competency development in public health leadership

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